Mentoring aspiring racialized leaders

Аннотация

Purpose – The purpose of this paper is to examine the initial outcomes of a mentoring program designed to increase the advancement prospects of racialized teachers to vice principal positions within a Canadian school district. Design/methodology/approach – This program assessment documents evidence that challenges current school leadership paradigms rooted in western dominance and suggests new approaches to leadership informed by research on diversity, equity, and identity. Findings – Survey data from 32 participants (13 mentors and 19 mentees) from Canada’s second largest school district were analyzed thematically and showed that racialized mentees generally rated their satisfaction with the program lower than did mentors (both racialized and non-racialized), particularly as it relates to feelings of inclusion and in the program’s potential to influence the recruitment and advancement of racialized employees in the district.